1. Achieving more by spending less: Changing practice in a tertiary institution What we do makes a difference Graeme McClennan Julie Wood

2. Dilbert

3. The Setting Manukau Institute of Technology is an ITP situated in Manukau City, in the southern suburbs of Auckland and serves a very diverse population

5. Our Mission Statement commits us to being “a leading tertiary provider of high quality, relevant and accessible vocational education and training on a strong base of applied research”.

6. 2005 – EFTS: 7848 1569 were for Community Education 32,000 actual students Ethnic background of students New Zealand Maori11.1% Pasifika20.6% European57.2% Other11.1% 2005 Annual Report: Realising the Vision

7. Range of Qualifications offered: Certificate91 Graduate Certificate6 Diploma46 Advanced / Graduate Diploma7 Degree7 Post graduate2 2005 Annual Report: Realising the Vision

8. The External Environment S tatement of T ertiary E ducation P riorities Strength system capability and quality Contribute to the achievement of Maori development aspirations Raise foundation skills so that all people can participate in our knowledge society Develop the skills New Zealanders need for our knowledge society Educate for Pacific Peoples’ inclusion and development Strengthen research, knowledge creation and uptake in our knowledge society

9. Cuts in Community Education Funding (#5.1) Regional Focus

10. The Institute’s response was to strengthen the Institute’s capability Expenditure control and budget management Changes in academic programmes Increasing our sources of revenue Redefining and reorganising ways of doing things

11. New CEO appointed in May 2004 Key message – one MIT Executive reorganised

12. Strategic Plan: realising the vision Grow to meet regional needs Continue to enhance successful participation Strengthen institute viability through improved internal business performance and practice Continue to strengthen effective links to industry and the professions Build the professional reputation of the institute

13. The Reviews

14. “We trained hard. But it seems that every time we were beginning to form up into teams we would be reorganised. I was to learn later in life that we tend to meet any new situation by reorganising; and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency and demoralisation.” Petronius Arbiter, died 66AD

15. 1) 2003 Schools Relationship Review Even before current TEC directives MIT had already begun to rethink its relationship with its local community of schools Main Recommendations –Counties Manukau focus for recruitment and Pathways activity –Differentiated liaison plan for each school –Scholarship programme –Senior Schools Fellowship –Curriculum Alignment process to be applied to all programmes/courses involving school students and school leavers –Structural changes to support schools relationship and creation of a new position –– mine!

16. Results Continued rise in school leaver enrolments 2002757 2003817 2004877 2005936 % of Counties Manukau students continues to rise. Over 90% come from our local and targeted areas.

17. Reduction in numbers of schools we sell programmes to with a small rise in $ value 200498 schools$293,000 200566$308,920 200656$311,010* * estimated Scholarship programmes for Counties Manukau Schools implemented Senior Schools Fellow appointed from 2004

18. 2) 2005 Business Relationship Review Recommendations: A central Business Relations Unit be responsible for the co ordination of business relations and co ordination throughout the institute.

19. Establishment of a centralised database of all contacts with business throughout the institute developed and maintained by the CBD A generic position description for Business Relationship Managers in teaching departments be developed

20. Results All of the above and A new manager (replacement) appointed and A strategic plan for CBD underway

21. 3) 2005 Marketing and Communications In June 2005 Institute undertook MaXimisE* review Review suggested that Marketing introduce: –an alumni programme –a designated PR team

22. Marketing strategy began to be refined at same time as cuts in funding Centralisation of all marketing budgets Reallocation of a proportion of the marketing resource to establish a PR and Events unit

23. Communication strategy refined to meet budget constraints based on Press supported by a small amount of outdoor billboards Pro-active PR strategy Alumni programme developed Strong emphasis on quality and content of website Move to more e-marketing Enquiry management capacity continues to be developed

24. Results 40% reduction in marketing spend Web enquiries increased by: 100% in last year 500% in last two years 150% increase in media coverage Non Community Education EFTS tracking slightly ahead April 2006 ‘brand health survey’ –Brand awareness 100% –Increased preference for MIT as a tertiary provider

25. The cuts in Marketing spend have been filled by increased staff productivity As Stephen Holmes from the Knowledge, Partnership points out, the three ‘R’s are crucial to any ITP –Recruitment –Retention –Referral … and that the third R - referral - is potentially our most effective marketing tool (and the most cost effective).

26. 4) 2005 Academic Development and Quality Assurance The purpose was to build alignment and integration within the institute and affected the following sections… Academic Quality Services Centre for Educational Development Academic Registry

27. Results 13 recommendations: A more integrated and strategically focussed service Clear priorities and accountabilities Creation of stronger inter-sectional relationship Because…our underpinning principle is Student Success

28. 5) 2005 Student Support Purpose –To produce a concise summary of student support services –To identify duplication of services and lack of consistency –To identify synergies

29. Areas included: –Health and Counselling –Library –Learning Centre –Language Support –Disabilities –Maori / Pasifika Support –Peer Mentoring –International Student Advisors

30. The Review identified considerable overlap and fragmentation of reporting lines and challenged the prevalent academic versus non-academic view.

31. Results All central support services became part of the student affairs portfolio… with the intent that once implemented the recommendations would enable: –A clarification of the purpose and philosophy of support –Clearer reporting lines –Opportunity for better evaluation of services –Increased co-operation between services and teaching departments

32. The clear expectation of a more effective service provision is that it will produce an increased student retention rate. and Generate an increase in income to the institute. It is estimated that at MIT a 1% increase in retention equates to an additional $1 million in income.

33. Conclusions The Reviews undertaken enabled us to face the challenges posed by government. The Reviews emphasised the close links that have to be evident between teaching and non-teaching departments. There was a consistency of approach across all of the reviews in looking for an integrated model.

34. Strong focus on the evaluation of operations and services. Additional staffing was only recommended where the review showed it was necessary in order to get the structure right. The focus was on getting it right for the student. If we can increase both recruitment and retention, referral will take care of itself, as will the bottom line.

35. “There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of the new order of things.” Machiavelli, 1513